Book Review: Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies: Education for Transformation?. Springer, 2019.

Anton Abdul Fatah

doi:10.33021/aegis.v5i1.1476

Book Review: Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies: Education for Transformation?. Springer, 2019.

Anton Abdul Fatah

Abstract

Book Review: Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies: Education for Transformation?. Springer, 2019. xiv + 306 pp. US$63.70. Cham, Switzerland. ISBN 978-3-030-17688-4.

Keywords

peace education, post-conflict societies

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References

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Line Kuppens, Sulley Ibrahim & Arnim Langer (2020) Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya, Compare: A Journal of Comparative and International Education, 50:5, 693-712, DOI: 10.1080/03057925.2018.1557037

Kuppens, L., Langer, A., & Ibrahim, S. (2018). ‘A teacher is no politician’: Stereotypic attitudes of secondary school teachers in Kenya. International Journal of Educational Development, 62, 270-280. https://doi.org/10.1016/j.ijedudev.2018.07.002.

Kuppens, L., & Langer, A. (2016a). To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire. Journal of Peace Education, 13 (2), pp. 153-171. DOI: 10.1080/17400201.2016.1205002

Kuppens, L., & Langer, A. (2016b). Divided We Teach? Teachers’ Perceptions of Conflict and Peace in Côte d’Ivoire. Peace and Conflict: Journal of Peace Psychology, 22 (4), pp. 329-333. https://doi.org/10.1037/pac0000224

DOI: http://dx.doi.org/10.33021/aegis.v5i1.1476